Advising Redesign Foundation Transformative Change


Advising Redesign as a Foundation for Transformative Change The Building Blocks of Transformative Change Colleges around the country are attempting fundamental redesigns of their academic programs and student support services in an effort to help their students do well in school and graduate. But col- lege leaders need to understand how transformative change takes root in higher education to give the reforms a better chance of success. Advising redesign is one such fundamental reform. Increasingly, colleges looking to strengthen their student support services are working to do so through technology-mediated advising reform, whichmakes use of technology to promote, support, and sustain long-term, intensive advising relationships. This type of reform enables college personnel to engage in advising and student support relationships that (a) approach student support as a teaching function, (b) enable regular check-ins with students, and (c) connect students to the information and services they need when they need them in order to keep students on track to graduation. 1 CCRC’s multiyear study of the adoption of technology-mediated advising reforms by community colleges and open-access universities provides insight into the building blocks of transformative change, illuminating how an in-depth redesign of an entire institutional domain can fundamentally alter how education and educational services are delivered and experienced. 2 This is part two of CCRC’s practitioner packet on technology-mediated advising reform. For an overview of what these reforms involve and evidence on their effectiveness, see What We Know About Technology-Mediated Advising Reform (part one). For a review of the technological and cultural conditions needed to support successful implementation of advising reforms, see Creating the Conditions for Advising Redesign (part three). What Changes Need to Occur Across an Organization for Transformative Change to Take Place? For change to be transformative, it must occur along several dimensions within an organization: structural, process, and attitudinal. 3 • Structural: Changes to the organization or design of systems and business practices. • Process: Changes in individual engagement, behaviors, and interactions with systems and business practices. • Attitudinal: Changes in core underlying attitudes, values, and beliefs.

Technology-mediated advising reform, which makes use of technology to promote, support, and sustain long-term, intensive advising relationships.

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